Surrey Place offers a unique learning opportunity in Toronto by providing collaborative, subspecialty medical training and exposure to health and illness across the life span of people with development disabilities (ID) and autism spectrum disorder (ASD). Medical subspecialties represented at Surrey Place in psychiatry, family medicine, developmental pediatrics, neurology, otolaryngology and audiology provide consultation in response to referrals around physical and mental health concerns. Working within multidisciplinary teams, our short term and longer term undergraduate and postgraduate medical training opportunities in psychiatry, neurology, genetics, developmental pediatrics and family medicine permit a broad range of specialist clinical exposure.
Developmental Paediatric Subspecialty Residents
Developmental Paediatric subspecialty residents each spend a 4 week mandatory rotation at Surrey Place in their first year, learning to administer developmental assessment tools and to assess the function of various behaviours. General Paediatric residents in their core “Development” rotation spend a half day at Surrey Place learning about intensive behavioural intervention, screening tools and an approach to the assessment of development and behavior problems. These trainings are organized through the University of Toronto undergraduate and postgraduate education offices together with the specialty physician and the Education Coordinator at Surrey Place.
Psychiatry Graduate Teaching at Surrey Place
Together with the Dual Diagnosis Program, Centre for Addiction and Mental Health, Surrey Place provides core curriculum teaching in Intellectual and developmental disabilities and ASD to psychiatry residents during their first, second and third residency years. In the first year the focus is on Developmental Disability in the Emergency Department; in the second there is multidisciplinary clinical teaching at Surrey Place supported by general seminars on ID and ASD; in the third year the focus is on children with developmental disabilities and ASD, and in understanding the complex etiologies of psychotic-like presentations in children and adults with ID, with and without ASD. This clinical teaching is supported by an array of teaching materials and tools that have been developed over the years including the Canadian Consensus Guidelines for the Primary Care of Adults with Developmental Disabilities and Associated Tools.